Jason Mamajek Arts Educator 2.0 Unit Plan Unit Title: Flute Design and Construction Grade Level: 8th Discipline: Technology Education
Teacher: Jason Mamajek
Email: jmamajek@ringgold.org School: Carroll Middle School (Ringgold School District)
Unit Overview: In the unit, a review of wind instruments, more specifically the flute will be examined. The unit will review early methods of manufacturing a flute type instrument and how the flute has developed with the accompaniment of technological advances in manufacturing and design systems.
Time Needed for Unit: 12-16 Class Periods
TheBIGIdea:
With the continuous progress with ever more sophisticated advances in manufacturing and design technology all aspects of society are able to maximize past, present, and potential future forms such as musical instruments to be as efficient and acoustically viable as possible.
Essential Questions:
1.How has manufacturing of the flute developed and changed throughout the development of technology?
2.How do various sounds (not musical) play an important role in a busy work industry or your everyday life?
Summative Task: - Students will be able to identify general methods of manufacturing and complete construction of an operational flute instrument using bamboo stock and simple machines. - Students will be able to to play a simple song on their instrument they constructed.
Academic Standard
Content Indicator:
Process Indicator:
3.6.7 Explain the factors that were taken into consideration when a specific object was designed.
- Students will identify the basics of form and function. A balance is necessary to make a product work correctly and look or operate well too.
- Through examples students will identify how hole position affects tone in the instrument by hearing it and then describing it.
3.7.7.A Describe the safe and appropriate use of tools, materials, and techniques to answer questions and solve.
- Students will know the safe operating procedures of equipment used as well as the general class conduct rules.
- Students will actively demonstrate safe working conditions in the lab.
3.2.7.D Know and use the technological design process to solve problems.
- Students will know the differences in wind type flutes and identify changes made over time.
- Students will develop concepts on how they would modify a wind instrument and explain why.
9.2.8.E Analyze how historical events and culture impact forms, techniques and purposes of work in the arts.
- Student will identify periods in history of new technological achievements and define what changes may have or did happen to music at the time. (ex. Printing Press - Printed Music sheets.
- Student will identify new methods of manufacturing during periods of new advancements. Identify what other possibilities this may have opened up for other instruments as well.
R8.B.3.3.4 Identify, explain, compare, interpret, describe and/or analyze the sequence of steps in a list of directions.
- Students will recognize that a particular set of steps must be completed before they can continue to other steps that would otherwise infringe their progress.
- Students will identify the sequence of steps they followed to successfully manufacture their flute project.
Materials:
Teacher Material:
-A supply of Bamboo
-Scroll Saw
-Drill Press
-Rulers
-Sand Paper
-Pencil
-Ask music instructors for flute examples: Broken instruments, even the cheap plastic flutes will suffice for examples.
-Computer and Projector
-Worksheets
Lesson 1 Introduction to Sound (1 Class Period)
-Teacher assigned seating to accommodate special learners needing to sit close to the teacher or board and away from distractions.
-Teacher explains the day’s activities keeping instruction clear and concise.
-Vocabulary on board
-Define music and discuss- Dictionaries and encyclopedias define music as "an artistic form of auditory communication incorporating instrumental or vocal tones in a structured and continuous manner."
-Identify origins and history of music- There are many theories regarding when and where music originated. Many agree that music began even before man existed.
-Before speech grunts and/or generated noises from early man was used as means of communication.
-Identify tools available for early man. oHand out worksheet to students. Groups of two. Tools are identified with pictures. Word bank located below.
-Students will keep a running vocabulary area for the entire unit.
Vocabulary:
-Music, Flute,
Lesson Accommodations:
-Preferred seating to those with special needs, eyesight and/or behavioral problems.
-Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
- Teacher observation, Student Record Keeping, Exit slip-three to four questions regarding todays lesson given at the beginning of class,
Lesson 2 Methods of Manufacturing (1 Class Period)
-Teacher explains the day’s activities keeping instruction clear and concise.
-Vocabulary on board
-Discuss and identify what manufacturing is. – The making of goods by manual labor or by machinery.
-How were goods produced by early man? oHow have manufacturing capabilities been improved on over time? oHow has craftsmanship of instruments changed over time with precision tools?
-Identify and discuss time periods where methods of manufacturing changed or improved human capabilities and how those changes affected instrument production. oStudents will work in groups of two. Identify the period in history to methods of manufacturing on worksheet.
Vocabulary:
-Manufacturing, Industrial Revolution, Craftsmanship, Tools,
Lesson Accommodations:
-Preferred seating to those with special needs, eyesight and/or behavioral problems.
-Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
-Student Record Keeping, Exit slip, Idea Webs,
Lesson 3 Flutes Then and Now (1 Class Period)
-Teacher explains the day’s activities keeping instruction clear and concise.
-Vocabulary on board
-Identify five main time frames for flutes. oPrehistoric / Middle Ages / Renaissance / Baroque / Modern.
-Identify and discuss the variations in flutes and how they work.
-Identify construction material from each time period.
-Discuss methods of construction in each time period.
Lesson Accommodations:
-Preferred seating to those with special needs, eyesight and/or behavioral problems.
-Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
-Student Record Keeping, Teacher Observation, Exit Slip,
Lesson 4 Flute Construction (7-10 Class Periods)
-Teacher explains the day’s activities keeping instruction clear and concise.
-Vocabulary on board
-If this is a cycle class (30 day) – Students will go over the necessary safety instruction on the classroom rules, and associated machines that they will be using. oStudents must pass the quiz for each machine to be able to use it. Failure means individual or small group discussion about machine safety and then a retake of the quiz the next day.
-Show demonstration example of a completed project to the students. Bamboo Flute.
- Hand out rubric to students regarding grading.
-Students will be given a packet that will take them through a step by step process in order to create the bamboo flute.
-Instructor will demonstrate each section along the way for students to watch. The packet is simply a back up for students who may have questions or have had to restart from scratch.
Lesson Accommodations:
-Preferred seating to those with special needs, eyesight and/or behavioral problems.
-Demonstration for each machine and how it works.
-One on one explanation for those who fail the safety quiz the first time.
-Each section is broken down into a series of simple steps to follow on the worksheet. Each page will walk students through a series of simple steps to reach a goal.
-Students work in groups of two, teacher assigned groups. Some students not always comfortable with machines, partner is able to do work for some sections but not all.
Lesson 5 The sounds of “Hey, Look Here!” (1 Class Period)
-Teacher explains the day’s activities keeping instruction clear and concise.
-Vocabulary on board
-How have sounds played a role in society such as the industrial workplace and the everyday life of individuals? oIndustrial warning alarms oBuzzers oEvacuation alarms oFire alarms oBack up warning beepers oEmergency vehicles sirens oRinging phone oCar horns oCar chiming about an open door or keys in ignition. oEct. Take suggestions from students.
-We are bombarded by a myriad of tones everyday that we are practically programmed to respond to by simply hearing them. oIn groups of two, students will answer the questions oHow do they affect you in your everyday life? oCould you easily distinguish different tones and sounds to mean one thing or another? oWhy do you think some tones are used for one thing and not others? oHand in Vocabulary list at end of class.
Vocabulary:
-Alarm, Warnings, Indicators
Lesson Accommodations:
-Preferred seating to those with special needs, eyesight and/or behavioral problems.
-Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
- Student Record Keeping, Exit Slip,
Lesson 6 That’s a Wrap (1-2 Class Periods)
- Time in the lab is given to students to make up any missed work. oHand back all papers. oIdentify if any student is missing any work. §Give work to student to make up. oGrade flutes. If any student is in need of making up any work on the flute project, time is given in class. oStudents not completed may have assistance from other students and will receive bonus points for their assistance according to teacher prerogative.
Lesson Accommodations:
-Preferred seating to those with special needs, eyesight and/or behavioral problems.
-Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
- Student selects and implements relevant concepts and procedures/strategies needed to solve a problem.
- Student considers all constraints of the problem situation.
- Evidence student has a misconception of has failed to consider a relevant concept needed to solve a problem.
- Response/solution generally correct; however, from information provided it is not clear how student arrived at solution.
- There is evidence that the student has several misconceptions or has failed to consider several relevant concepts.
- Student did not carry the procedures/strategies far enough to reach a solution.
- It is blank
- Student response only repeats information in the problem task.
- An incorrect solution/response is given and no other info is shown.
- No effort evident.
Tone Quality
- Tone quality is dead on and changes in pitch are very noticeable, student can clearly accomplish a simple song.
- The flute produces a pure and attractive tone.
- The flute produces a tone that is not pure consisting mostly of rushed air.
- The Flute is unplayable.
Craftsmanship / Skill
- The project is well built, with very beautifully done edges and smooth sanding. It introduces innovative ideas that may well influence the technology of flute making.
- The project is well built with very well done edges and smooth sanding.
- The project is rough all around with very rough edges and no sanding.
- The project is incomplete, inappropriate or unscorable.
Arts Educator 2.0
Unit Plan
Unit Title: Flute Design and Construction
Grade Level: 8th
Discipline: Technology Education
Teacher: Jason Mamajek
Email: jmamajek@ringgold.org
School: Carroll Middle School (Ringgold School District)
Unit Overview:
In the unit, a review of wind instruments, more specifically the flute will be examined. The unit will review early methods of manufacturing a flute type instrument and how the flute has developed with the accompaniment of technological advances in manufacturing and design systems.
Time Needed for Unit:
12-16 Class Periods
The BIG Idea:
With the continuous progress with ever more sophisticated advances in manufacturing and design technology all aspects of society are able to maximize past, present, and potential future forms such as musical instruments to be as efficient and acoustically viable as possible.
Essential Questions:
1. How has manufacturing of the flute developed and changed throughout the development of technology?
2. How do various sounds (not musical) play an important role in a busy work industry or your everyday life?
Summative Task:
- Students will be able to identify general methods of manufacturing and complete construction of an operational flute instrument using bamboo stock and simple machines.
- Students will be able to to play a simple song on their instrument they constructed.
Materials:
Teacher Material:
- A supply of Bamboo
- Scroll Saw
- Drill Press
- Rulers
- Sand Paper
- Pencil
-Ask music instructors for flute examples: Broken instruments, even the cheap plastic flutes will suffice for examples.
- Computer and Projector
- Worksheets
Student Material:
- Pencil
- Vocabulary
- Safety Glasses
- Bamboo section
Lesson 1
Introduction to Sound (1 Class Period)
- Teacher assigned seating to accommodate special learners needing to sit close to the teacher or board and away from distractions.
- Teacher explains the day’s activities keeping instruction clear and concise.
- Vocabulary on board
- Define music and discuss- Dictionaries and encyclopedias define music as "an artistic form of auditory communication incorporating instrumental or vocal tones in a structured and continuous manner."
- Identify origins and history of music- There are many theories regarding when and where music originated. Many agree that music began even before man existed.
- Before speech grunts and/or generated noises from early man was used as means of communication.
- Identify tools available for early man.
o Hand out worksheet to students. Groups of two. Tools are identified with pictures. Word bank located below.
- Students will keep a running vocabulary area for the entire unit.
Vocabulary:
- Music, Flute,
Lesson Accommodations:
- Preferred seating to those with special needs, eyesight and/or behavioral problems.
- Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
- Teacher observation, Student Record Keeping, Exit slip-three to four questions regarding todays lesson given at the beginning of class,
Lesson 2
Methods of Manufacturing (1 Class Period)
- Teacher explains the day’s activities keeping instruction clear and concise.
- Vocabulary on board
- Discuss and identify what manufacturing is. – The making of goods by manual labor or by machinery.
- How were goods produced by early man?
o How have manufacturing capabilities been improved on over time?
o How has craftsmanship of instruments changed over time with precision tools?
- Identify and discuss time periods where methods of manufacturing changed or improved human capabilities and how those changes affected instrument production.
o Students will work in groups of two. Identify the period in history to methods of manufacturing on worksheet.
Vocabulary:
- Manufacturing, Industrial Revolution, Craftsmanship, Tools,
Lesson Accommodations:
- Preferred seating to those with special needs, eyesight and/or behavioral problems.
- Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
- Student Record Keeping, Exit slip, Idea Webs,
Lesson 3
Flutes Then and Now (1 Class Period)
- Teacher explains the day’s activities keeping instruction clear and concise.
- Vocabulary on board
- Identify five main time frames for flutes.
o Prehistoric / Middle Ages / Renaissance / Baroque / Modern.
- Identify and discuss the variations in flutes and how they work.
- Identify construction material from each time period.
- Discuss methods of construction in each time period.
Vocabulary:
- Pre Historic, Middle Ages, Renaissance, Baroque, Modern,
Lesson Accommodations:
- Preferred seating to those with special needs, eyesight and/or behavioral problems.
- Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
- Student Record Keeping, Teacher Observation, Exit Slip,
Lesson 4
Flute Construction (7-10 Class Periods)
- Teacher explains the day’s activities keeping instruction clear and concise.
- Vocabulary on board
- If this is a cycle class (30 day) – Students will go over the necessary safety instruction on the classroom rules, and associated machines that they will be using.
o Students must pass the quiz for each machine to be able to use it. Failure means individual or small group discussion about machine safety and then a retake of the quiz the next day.
- Show demonstration example of a completed project to the students. Bamboo Flute.
- Hand out rubric to students regarding grading.
- Students will be given a packet that will take them through a step by step process in order to create the bamboo flute.
- Instructor will demonstrate each section along the way for students to watch. The packet is simply a back up for students who may have questions or have had to restart from scratch.
Additional Material:
- Scroll Saw safety quiz
- Band Saw safety quiz
- Drill Press safety quiz
- Belt Sander safety quiz
Lesson Accommodations:
- Preferred seating to those with special needs, eyesight and/or behavioral problems.
- Demonstration for each machine and how it works.
- One on one explanation for those who fail the safety quiz the first time.
- Each section is broken down into a series of simple steps to follow on the worksheet. Each page will walk students through a series of simple steps to reach a goal.
- Students work in groups of two, teacher assigned groups. Some students not always comfortable with machines, partner is able to do work for some sections but not all.
Formative Assessment:
- Teacher observation, Project completeness and quality, Oral questioning, Rubric,
Lesson 5
The sounds of “Hey, Look Here!” (1 Class Period)
- Teacher explains the day’s activities keeping instruction clear and concise.
- Vocabulary on board
- How have sounds played a role in society such as the industrial workplace and the everyday life of individuals?
o Industrial warning alarms
o Buzzers
o Evacuation alarms
o Fire alarms
o Back up warning beepers
o Emergency vehicles sirens
o Ringing phone
o Car horns
o Car chiming about an open door or keys in ignition.
o Ect. Take suggestions from students.
- We are bombarded by a myriad of tones everyday that we are practically programmed to respond to by simply hearing them.
o In groups of two, students will answer the questions
o How do they affect you in your everyday life?
o Could you easily distinguish different tones and sounds to mean one thing or another?
o Why do you think some tones are used for one thing and not others?
o Hand in Vocabulary list at end of class.
Vocabulary:
- Alarm, Warnings, Indicators
Lesson Accommodations:
- Preferred seating to those with special needs, eyesight and/or behavioral problems.
- Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
- Student Record Keeping, Exit Slip,
Lesson 6
That’s a Wrap (1-2 Class Periods)
- Time in the lab is given to students to make up any missed work.
o Hand back all papers.
o Identify if any student is missing any work.
§ Give work to student to make up.
o Grade flutes. If any student is in need of making up any work on the flute project, time is given in class.
o Students not completed may have assistance from other students and will receive bonus points for their assistance according to teacher prerogative.
Lesson Accommodations:
- Preferred seating to those with special needs, eyesight and/or behavioral problems.
- Students work in groups of two, teacher assigned groups. To encourage discussion of topic and to make connections.
Formative Assessment:
- Student Record Keeping, Quizzes, Exit Slips, Rubric, Teacher Observation
Grading Rubric
(Bamboo Flute)
- Student considers all constraints of the problem situation.
- Response/solution generally correct; however, from information provided it is not clear how student arrived at solution.
- Student did not carry the procedures/strategies far enough to reach a solution.
- Student response only repeats information in the problem task.
- An incorrect solution/response is given and no other info is shown.
- No effort evident.